View/download BHS/FLEX Prior Learning Assessment Manual
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3020 Market Street, Philadelphia, PA 19104 The Prior Learning Assessment (PLA) Guide For The BHS FLEX Program Students Revised July 2014 Monika Davis PLA Coordinator
Transcript of View/download BHS/FLEX Prior Learning Assessment Manual
3020 Market Street, Philadelphia, PA 19104
The Prior Learning Assessment (PLA) Guide
For The BHS FLEX Program Students
Revised July 2014
Monika Davis
PLA Coordinator
Preface................................................................................................................................. 1
Chapter 1 ............................................................................................................................. 2
Introduction ..................................................................................................................... 2
Frequently Asked Questions about Prior Learning Assessment ..................................... 3
Chapter 2 ............................................................................................................................. 5
Is The Prior Learning Assessment Process For You? ..................................................... 5
What is Advanced Standing ............................................................................................ 5
PLA Needs Confirmation of Learning through a Portfolio ......................................... 6
PLA Credits Awarded Must be Equivalent to Specific College Level Course
Requirements ........................................................................................................................... 6
PLA Must Focus on the Knowledge Base of Specific Course Requirements ............. 6
PLA Must Demonstrate Use of Knowledge Separate From Where Acquired ............ 6
Schedule for Applying for PLA’s and Completing Requirements for Evaluation ...... 7
PLA Check List – Is PLA Appropriate for You? ............................................................ 8
Chapter 3 ............................................................................................................................. 9
Portfolio Contents ........................................................................................................... 9
Educational and Professional Goals Essay...................................................................... 9
The Resume ............................................................................................................... 10
Identifying Subject Areas of Learning ...................................................................... 11
Analyzing Areas of Learning .................................................................................... 12
Writing an Analysis of Learning ............................................................................... 12
Step 1 – Defining the subject area(s) ..................................................................... 12
Step 2 – Explaining Skills and Knowledge Gained ............................................... 12
Step 3 – Illustration ................................................................................................ 13
Step 4 – Describing the Learning Setting .............................................................. 13
Analysis of Learning from the Prior Learning Experience ....................................... 13
Documentation .............................................................................................................. 14
The Summary Statement of Learning for Each Course ............................................. 15
Types of Documentation ............................................................................................... 16
Final Product Requirements .......................................................................................... 17
Appendix A: SAMPLE EDUCATIONAL AND PROFESSIONAL GOALS ESSAY ... 18
Appendix B: COURSE REQUIREMENTS - BHS FLEX PROGRAM .......................... 20
Appendix C: EXCERPT FROM A PRIOR LEARNING PORTFOLIO .......................... 22
Appendix D: FORMAT FOR LETTER REQUESTING DOCUMENTATION ............. 24
Appendix E: SAMPLE PRIOR LEARNING PETITION FORM .................................... 25
Appendix F: PRIOR LEARNING ASSESSMENT EVALUATION RUBRIC ............... 27
Appendix G: GRADE REPORT TO REGISTRAR ......................................................... 29
References ......................................................................................................................... 30
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Preface
Prior Learning Assessment (PLA) is an academic process that enables a student to gain
credit for what he/she has already learned through professional training, life experiences, job-
related activities, or volunteer work. PLA makes it possible for students to earn credit towards a
degree for the skills and knowledge they already possess.
In addition to its support of specific goals (5 and 6) inherent in The Lincoln University’s
Strategic Plans (2009-2013 & 2013-2018), the PLA model is also aligned with the objectives of
CAEL (Council for Adult and Experiential Learning) and ACE (American Council on
Education)
The PLA credits described in this manual are only recognized in the Bachelor of Human
Services Furthering the Lincoln Experience Program (BHS FLEX) at The Lincoln University.
The procedures outlined in this guide are directed to BHS FLEX students. The material for this
manual is derived from the FLEX program as developed by the Master of Human Services
Program and approved by The Lincoln University full faculty and Board of Trustees in 2010.
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Chapter 1
Introduction
The FLEX program is a course of study for the non-traditional student that will culminate
in the awarding of the Bachelor of Science Degree with a Major in Human Services. The FLEX
Program is career-oriented and designed to accommodate adult students currently employed in
the field of human services and interested in furthering their careers.
Students in the FLEX Program will generally be over twenty-five years of age, the usual
starting age for non-traditional undergraduate students (Choy, 2002). They will also have had
some college and/or work experience. Prospective students will be employed in the field of
human services with at least one year of work experience in the field. Credits earned from
previous academic studies, life learning, and professional experience will allow them to apply for
advanced standing toward the undergraduate degree. Because of that opportunity, the FLEX
Program will be an Accelerated Bachelor’s degree program. The residency requirement will be at
least 24 credits, with at least 15 credits in the major taken at The Lincoln University.
The proven and tested undergraduate major in Human Services will serve as the
foundation for the FLEX Program. All required core courses and major requirements will be
incorporated, with minor modifications, to accommodate the adult student with related work
experience.
This Prior Learning Assessment (PLA) Guide will describe how students can develop the
materials needed to identify prior learning and the assessment process that the FLEX faculty and
staff will use to evaluate student learning in relation to defined courses required for the
undergraduate BHS degree.
Students working with FLEX faculty and staff are responsible for identifying PLA
possibilities and developing the portfolio that includes documents that delineate experience(s)
and specific knowledge and skills learned gained through prior work of life occurrences
Students can earn up to 45 undergraduate course credits based on the PLA process
The PLA approach that follows in this student guide is an alternative method for students
to earn credits toward the BHS degree. In this regard students must understand that the PLA
process will require a considerable amount of consideration and time. The pages that follow will
assist students to raise questions that relate to whether PLA assessment has relevance to their
progress in obtaining the BHS degree. The first step in the process will be to complete the prior
learning portfolio while enrolled in the First Year Experience course (FYE 101). Once your
portfolio is complete, your FYE 101 instructor will offer direction regarding the next step.
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Frequently Asked Questions about Prior Learning Assessment
What is Prior Learning Assessment (PLA)?
Prior Learning Assessment (PLA) is an academic process that enables a student to gain
credit for what he/she has already learned through professional training, life experiences, job-
related activities, or volunteer work. PLA makes it possible for students to earn credit towards a
degree for the skills and knowledge they already possess.
How do I get credit for my prior learning?
After preparing your work portfolio in conjunction with the instructor of the First Year
Experience class, you will meet with the prior learning coordinator to finalize the list of courses
for which you want to petition for credit based on prior learning. This decision to petition is
based on your having the knowledge and skills, which match the defined student learner
outcomes for a particular course or courses identified. During this meeting with the prior
learning coordinator, you will receive instruction about the process of petitioning for PLA for
courses. You will then independently prepare a petition for each course that has been identified.
If the petition is approved, you will be assigned to a lead panelist who, along with the prior
learning coordinator, will guide you through the assessment phase. The approval of the petition
and the documentation does not guarantee credit will be awarded. The final decision is based on
your ability to demonstrate your learning during the assessment phase.
What is a portfolio?
A portfolio is a formally written document that the student develops and presents for
recognition of prior learning. The portfolio must clearly and explicitly identify specific learning
as well as provide sufficient supporting information and documentation to support that learning.
The portfolio is used by the faculty in conjunction with other evidence and serves as the basis for
their evaluation of the petition(s) for assessment.
How much credit can I earn using PLA?
As a BHS candidate you can earn up to 45 credits by Prior Learning Assessment. PLA
credit may be applied to core courses, free electives, and general studies courses. Students
discuss with the Prior Learning Assessment Coordinator, the number of courses in credit hours
that can realistically be obtained through this process.
How much does Prior Learning Assessment cost?
Fees for PLA credit are significantly less than tuition fees for traditional courses.
Students receive a fee schedule from the Prior Learning Assessment Coordinator. This provides
the fees for the current academic semester. These fees change in conjunction with other tuition
costs set by the University. PLA fees are paid by the student on an out-of-pocket basis. Federal
financial aid does not cover PLA credits.
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Will someone assist me in developing a portfolio?
The portfolio is prepared in the First Year Experience (FYE) course that is required for
all students in the BHS FLEX Program. This portfolio is the final assignment for this course.
You will receive instruction for its preparation throughout the semester in which you are enrolled
in the FYE. The Prior Learning Assessment coordinator will review your portfolio with you and
will help you determine your potential for PLA’s and to understand the process. It is your
responsibility to write and assemble the portfolio and to gather all the necessary documentation
that supports the college level learning described in the portfolio.
Who evaluates my portfolio?
The FYE instructor will conduct the first evaluation of the portfolio. This evaluation will
be a part of your final grade for the FYE course. The Prior Learning Assessment coordinator
will conduct a second level evaluation of your finished portfolio and then forward the portfolio
to the appropriate faculty advisors to evaluate the specific subject areas and the documentation of
the learning.
What type of grade will I receive for a successful PLA?
Prior Learning Petitions and performance are evaluated using a satisfactory or
unsatisfactory rating which is reflected as a P on the official transcript once the assessment is
complete. A satisfactory rating means that credit will be awarded for the petitioned course. The
results of your assessment of prior learning will not affect your grade point average (GPA).
How long does a PLA typically take?
The development of a portfolio and subsequent assessment, which is required to earn
credit, requires a significant amount of time and organization. Documenting your prior learning
and matching it to course outcomes can take days, weeks, or months. The length of time required
for each portfolio and Prior Learning Assessment relates primarily to the students available time,
organizational skills, critical thinking and writing skills.
Once the portfolio is prepared, the student meets with the Prior Learning Coordinator to
finalize the list of courses for which he/she wants to petition for assessment. A separate petition
is prepared for each course. All petitions must be submitted to the Prior Learning Coordinator
by the Saturday of week five of each semester. Once the prior learning petition is approved, the
student is expected to take the assessment by week 13 of the current semester.
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Chapter 2
Is The Prior Learning Assessment Process For You?
Now that you are enrolled in the BHS FLEX Program, you are actively on your way
toward meeting one of your educational goals, earning The Lincoln Bachelor of Science Degree
in Human Services. You probably already know that the educational requirements for this
degree, like those for most Bachelor’s degree programs, are designed to cover work equivalent to
what usually occurs over a four-year time period. To be eligible for a Prior Learning Assessment,
you must be fully matriculated, and the college must have received all of your transcripts.
The incorporation of the Prior Learning Assessment Process in the FLEX Program
confirms The Lincoln University’s educational philosophy that recognizes the potential learning
value of experience. The FLEX Program will recognize the value of your present professional
work or volunteer experience as a practicum in the degree program, which can be credited
toward the Bachelor of Science degree in Human Services (BHS). Such past experience might
include, in addition to work experience, artistic achievement, independent reading, political or
community organizing, cross-cultural and journalistic experiences. In all cases the experience
must meet certain requirements to be eligible for academic recognition.
The most important requirement for earning degree credit through non-college experience
is that the learning you have gained must be equivalent to college level learning. Also, the
learning gained must be appropriate for meeting BHS requirements. It must be significant
enough in quality as well as extensive enough in quantity to be equivalent to learning gained in a
course of study as it would be taught and evaluated at The Lincoln University.
What is Advanced Standing
When credit is awarded for learning gained before entering the program, you may have
completed some of the degree requirements and advanced your progress toward the degree.
Advanced standing is credits applied toward degree requirements for learning gained before
admission. Prior Learning Assessment is one way to earn this credit. Other ways include:
1. Completed course work at other accredited colleges or universities
2. CLEP (College Level Equivalency Program) examinations
More information on these types of experiences is available from your First Year
Experience at The Lincoln University course instructor.
The Prior Learning Assessment Process and What You Need To Do
Prior Learning Assessment is the process used to identify and evaluate learning you have
acquired through past experiences other than those listed above. The process can result in college
credit awarded by The Lincoln University. The Prior Learning Assessment process does not
include learning gained through experiences, which qualify for transfer credit evaluation.
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PLA Needs Confirmation of Learning through a Portfolio
As part of your learning requirements in the FLEX program you will prepare a Prior
Learning Portfolio. In this portfolio you will state your educational and professional goals as a
first step in explaining how your prior learning fits in with your total educational program to
meet these goals.
PLA Credits Awarded Must be Equivalent to Specific College Level Course
Requirements
You will identify the learning you gained in the past and execute a Prior Learning
Petition. You will write about your experiences, describe the setting and time frame where your
learning was gained, and relate this learning to subject areas studied at a college level as
identified in the BHS catalogue of courses.
PLA Must Focus on the Knowledge Base of Specific Course Requirements
A single subject area of learning may be the result of many experiences – developing
skills and gaining knowledge – in a number of settings as you experimented with ideas, planned
and then evaluated your actions. For example, you may have learned about the subject of Human
Growth and Development (Using an example that fits the university curriculum might serve the
student better.), through working as a parent educator in a community based agency, you
received multiple professional development classes on life span development. Additionally, you
received supervision from a highly qualified professional in the field of psychology. Now, you
are asked to link these experiences together and explain what you learned. This will probably be
the most difficult as well as the most rewarding part of the assessment process. The best
assistance you have may be your classroom experience in the FLEX program, working with
others involved in the same process.
The final step in preparing the portfolio will be producing evidence that you have, in fact,
acquired the learning you described and have had the experiences, which resulted in your present
level of abilities and competence. In the portfolio this final step is known as documentation.
PLA Must Demonstrate Use of Knowledge Separate From Where Acquired
Finally, you will meet with a committee of assessors to demonstrate in person that you
have gained the learning presented in your portfolio. At the end of this meeting, known as the
Assessment Interview, you will know whether the assessors recommend that you are awarded
college credit for your prior learning. This step may also include completing an exam or project.
If the assessors agree that the learning you have gained is equivalent to a course (or
courses) of college study, they will recommend to the Registrar that the course(s) be entered on
your program of study by completing and submitting an evaluation form for each course. The
Registrar receives this recommendation in the same way as a transcript from another institution.
Courses accepted by the Registrar are added to your transcript of completed studies as Credit for
Prior Learning, and you are advanced in the degree program accordingly. You then plan your
remaining program to fully meet degree requirements.
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Schedule for Applying for PLA’s and Completing Requirements for Evaluation
By the second week of each semester the Prior Learning Assessment Coordinator will publish a
schedule in the Ledger, send a group email to current students, and post it on the bulletin board at
the University City site. This schedule will outline timelines for submission of prior learning
petitions. No petition will be accepted prior to the student completing the requirements of the
FYE course. Beginning with the first semester after successfully completing the FYE course, a
student may begin the PLA process by submitting one or more petitions. The deadline for
petitions for each semester will be due the fifth week. Prior learning must be assessed by the
student’s panel by the end of the 13th
week of each semester. No petitions submitted after the
deadline, which is published per semester will be accepted. For any assessments that run beyond
the end of a semester, evaluation forms will be submitted to the registrar during the next
semester.
Schedule for PLA Process by Semester
Activity/event Person Responsible Due Saturday of specified
week
Publishing of PLA Schedule
for semester
Prior Learning Assessment
Coordinator
Week two
Submit PLA petition form for
each course to be considered
Student Week five
Communication of decision on
petition for each course
Prior Learning Assessment
Coordinator
Week seven
Communication of assessment
method to student
Lead Panelist Week seven or earlier
Assessment Completed Student Week thirteen
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PLA Check List – Is PLA Appropriate for You?
I have at least five years of post-high school work experience
My work experience includes leadership or management responsibilities
I completed formal training (in-class or on-line) as part of my employment
I have attended professional seminars or conferences
I have completed non-credit college courses
I have earned certificates or licenses required for professionals in my field
I am or was a member of the armed forces
I have lived in a foreign country or traveled extensively since high school
I have participated extensively in community work or volunteer services
I have authored published work (letters to editor, training guides, articles, etc.)
Is a CLEP available for the course I would like to receive credit for through PLA?
If you have checked off any of the above, PLA may be an alternative for you to earn
credit. Contact your prior learning coordinator for more information.
The pages that follow in this handbook will give you general guidelines for preparing
your Prior Learning Portfolio and explain the assessment process in detail. Thoroughly
familiarize yourself with the contents and prepare to follow the instructions.
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Chapter 3
Portfolio Contents
When you have completed the First Year Experience course at The Lincoln University,
you are ready to begin to address your future learning plans. The First Year Experience course at
The Lincoln University is designed to address the many challenges you may face including
social and academic skill development. You will also learn about the Lincoln tradition, the
meaning of liberal arts, library research/computer literacy, writing, speaking, and critical
thinking.
As you continue learning about the Human Services degree, and discover your
educational needs you should identify whether graduate school or professional certification in a
field should be an aspect of your educational goals, and you should begin to think of the skills
and knowledge that you have already acquired as your prior learning. This material is the basis
for the development of the prior learning portfolio. The portfolio must address the following
areas: your educational and professional goals; your updated professional resume; your
identification of the specific subject areas related to the prior learning; and your analysis of the
identified learning areas.
Educational and Professional Goals Essay
The goals essay is a descriptive statement of your future plans. It places your prior learning
within the context of your educational goals, explaining how this learning will help you meet
these goals. Your past learning and future learning should fit together in a tentative plan to meet
the requirements of the undergraduate Human Services degree program.
An effective essay clearly states your immediate and long range goals, and then builds a
connection to your past in a general way. In other parts of the petition you will gradually become
more and more specific about the past learning gained. Your tentative educational plan should
consist of the skills and knowledge you still need to acquire. Your goals essay should answer
these questions:
What do you want to accomplish professionally and educationally in the next 10
years?
What skills and knowledge will you need to be able to reach these goals?
Have you acquired any of this learning as a result of your experiences before entering
Lincoln?
What learning will you need to gain while enrolled in the Human Services Program?
How does your present practicum fit into your goals?
An example of an Educational and Professional Goals Essay is included to give you an idea
as to how these questions might be answered. (See attachment A)
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The Resume
A resume should be included in the portfolio. It serves as a brief history of your previous
work and educational experience. Your resume should contain the following information:
Personal Data: Name, home address and telephone number.
Formal Education: A chronological listing of post-high school education, identifying
institutions, dates of matriculation, study concentrations, and degrees or certificates awarded.
Work/Volunteer Positions: Beginning with the current position, list past work
experiences. Include the name of the agency or business, dates of employment, the position held,
and a brief description of the duties and responsibilities of each position.
Informal Education Experiences: Projects, seminars, conferences, or training programs;
including the dates you were involved.
Community Activities: Briefly list activities or offices held in voluntary associations,
service clubs, community organizations, political parties, etc.
Materials and instructions on preparing a resume will be available from your First Year
Experience Instructor.
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Identifying Subject Areas of Learning
This section of your portfolio, The Prior Learning Petition, concentrates specifically on the
learning gained as a result of your past experiences. The experience itself is important only as the
setting where learning was acquired. A number of experiences may now be linked together,
having resulted in learning in a subject area. It may be helpful to think of a college classroom as
one type of setting where learning is gained and your individual experience as another type of
setting where learning took place.
Human Growth and Development was cited in chapter two as an example of learning gained
as a result of past experiences. This knowledge was acquired in work settings: counseling in a
half-way house and implementing a youth recreation program. One common factor in these
experiences was that all clients were adolescents. The student working in these situations
increased her understanding of adolescent psychology which helped her work more effectively
with youth. This student might also have acquired skills in teaching and counseling techniques.
It is important to realize that only the individual student can identify what was learned. Many
people can have similar experiences, but each person’s learning is unique. Only you can convey
what you have learned as a result of past experiences. You must identify the skills and
knowledge you have gained, naming the subject areas of your learning. You are petitioning to
have your learning in these areas evaluated (Fiddler, et al., 2006).
You can begin with broad academic or professional fields of study and practice. The Lincoln
University will award credit for life experiences that have resulted in prior learning:
a. in the core curriculum required by all Lincoln University undergraduate students,
covering social sciences, health and wellness, humanities English composition,
mathematics, language or computer science, and natural science and
b. from specific human services work experience where learning was gained that is
equivalent to major course requirements in the undergraduate human services curriculum,
such as Sociology, Human Development, Social Policy, Sociological Theories, and
Social Research. Portfolio materials, including official letters, follow-up calls to
references, verified job descriptions, copies of performance evaluations, and training
certificates will document these work experiences.
You must be very specific when identifying the subject areas within these fields in which
you have developed skill or knowledge. For example, in group dynamics you may have the
ability to understand how groups develop because of work you have done in community
organizing and group counseling; you may have worked in a social welfare setting and have
skills as a caseworker, and acquired the ability to interview clients and conduct counseling
sessions.
Many subject areas of skill and knowledge are applicable to several fields. For example,
knowledge of human behavior or group dynamics, and skills in leadership, problem solving or
planning change can be considered basic and common to all human service professions. Such
subjects are known as generic areas, and may be identified by students as subject areas when
petitioning for credit for prior learning when identified a part of a course listed in the University
undergraduate course catalogue.
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If you have had prior learning experiences in humanities subjects such as literature,
languages, music, art, or theater; or in science subjects such as ecology, mathematics, biology or
physiology, be sure to include these. Learning in these two subject areas is required for the
bachelor’s degree at The Lincoln University. (See Appendix B for a list of courses required by
the BHS FLEX Program).
Analyzing Areas of Learning
Once your list of subject areas is complete, you are ready to analyze the learning you
have gained in those areas. Analysis is an in-depth description of what you have learned,
presented in a systematic, organized way. When you analyze your learning, you want to
communicate very clearly what you know and what you can do in a particular subject area.
The learning you have gained in each of your subject areas needs to be supported by
analysis, explaining what you have learned in the subject as well as how and where you have
used this learning. A single analysis may cover more than one subject. The analysis of your
learning is the most important information in your portfolio. It is the learning you detail in your
analysis that is considered when determining whether or not you will earn degree credit for your
prior learning.
Writing an Analysis of Learning
You can use this information as an outline or as general guidelines for developing your
analysis. An example of analysis, excerpted from a Prior Learning Petition follows this
information. (See Appendix C).
Step 1 – Defining the subject area(s)
In your own words, define the subject you are analyzing. In the analysis of learning,
definition means to describe the basic qualities of a subject, rather than develop a precise
meaning for the words. In the petition excerpt, which follows, the student gives a general idea of
the type of interview she has learned to conduct, one intended to gain information about a
client’s social interests and background. Definition is also necessary in analysis when using the
technical terms of a profession. For example, the term helping is considered general, and you
would need to be more specific, stating exactly what kind of help you mean. You may use
abbreviations, such as IEP for an educational programming process, or FLEX, which is
organizational language at Lincoln for Furthering the Lincoln Experience. Again, you want to be
sure your meaning is very clear, so define your terms when using similar language.
Step 2 – Explaining Skills and Knowledge Gained
Here you must be very specific in identifying specific skills and concrete knowledge you
have gained as a result of past experiences. Skills are what you are able to do, services you are
able to provide. Skills statements usually begin, “I learned to…” or I am able to…” or “I can…”
Knowledge is the theoretical, factual or practical understanding of a subject. Knowledge
statements begin, “I learned that…” or “I discovered that…” or “I understand that…”
Knowledge of a subject is the explanation for applying specific skills or methods in a
particular situation. An explanation of skills and knowledge might begin: “I am able to conduct a
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staff training session (skill) that incorporates my knowledge of group dynamics (knowledge) and
the needs of employees in an organization (knowledge).
After this opening statement, the writer of an analysis should explain how the workshops
were designed and conducted, and why they were handled in this particular way. Extensive detail
is not necessary; stating essential or central points is sufficient.
Step 3 – Illustration
From your own experience, give examples showing how you have used the knowledge
and skill you are analyzing. The example should be as brief as possible, emphasizing the most
significant information and chosen to give the assessment team a general sense of how much and
how well you have learned. Be sure your role in this experience is clear. For example, in the staff
training program, the student should be clear as to whether he/she was the designer, instructor, a
co-instructor or a member of the staff when illustrating his learning.
Step 4 – Describing the Learning Setting
In this section, you should provide the following information:
a. Where – Identify the particular place, (organization) the purpose and goals of this
organization.
b. When – Length of time (dates) you were involved in this setting.
c. What you did – Your resume description may not give a full sense of your role,
especially the activities most significant in acquiring your skills and knowledge.
d. With whom you worked – Identify the important people involved in your learning
situation, including their credentials, and describe their relationship to you. Include supervisors,
co-workers, instructors, clients.
In the example contained in appendix C, the student describes what she did and with
whom she did it. She described the organization in a previous analysis, explaining its purpose
and the length of time she was involved in this particular position. If you have gained learning in
more than one subject area in only one setting, you need describe the setting only once in your
entire portfolio. Background information related to a particular area of learning, such as this
student has provided, may be added when needed for the specific skills and knowledge gained.
You will notice that this student described the setting and circumstances of learning
before explaining skills and knowledge gained. Prior Learning Assessment emphasizes the
quality of learning rather than where it was gained, but a description of the setting is helpful to
the assessment team in designing interview questions appropriate to your learning situation. You
may present your analysis in any way you wish, as long as you provide the necessary
information and follow the general guidelines for analysis.
Analysis of Learning from the Prior Learning Experience
The excerpts from portfolios are meant to give you a sense of how the analysis of
learning is developed. Completed portfolios will be unique to each individual’s learning and
writing style.
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You will most likely need to get some practical experience with the process of written
analysis. If you need to develop or refine certain skills in order to prepare an analysis that clearly
communicates your learning, you should get assistance from your First Year Adult Learners
Experience course instructor. The best way to get this assistance is to start writing and ask for
comments and criticism so that you acquire an understanding of what to do and how to do it. If
necessary, take advantage of Communication Skills faculty and increase your writing skills while
preparing the Prior Learning Petition.
This may be repetitive, but it is very important. The analysis of learning is the most
important part of your portfolio. It should provide an in-depth description of what you have
learned. Your experiences are important only as the background or setting for learning. Analysis
goes beyond reporting about an experience. You will need to step back from your experience and
decide what the essential components of the learning are, that is, the ideas, theories, procedures,
techniques and concepts you understand. You need to look beneath the surface of situations or
events and examine the underlying themes of your experience.
When analyzing learning, the most important factor in successfully communicating your
understanding of a subject is writing in a way that shows you have examined and reflected on the
meaning of your experiences and the learning you gained.
Documentation
The final step in preparing the portfolio is gathering and organizing documentation.
Documentation is evidence that the prior learning experiences you have identified in your
resume and in the analysis of learning (your illustrations and descriptions of settings) actually
occurred. Documentation verifies:
• Employment
• Volunteer positions
• In-service training and non-credit courses
• Community services
• Accomplishments, especially products from your past learning experiences.
Letters of verification are the most common form of documentation. Several other types
of documentation might be appropriate for your portfolio. The type used depends on the
experience you had and your activities in the experience.
Letters of verification should follow these guidelines:
1. The person furnishing the letter should have directly observed you during the
experience and be able to discuss your role or participation in that experience.
2. The person writing the letter of verification should identify his/her relationship to you
in that experience (supervisor, peer, subordinate, etc.)
3. The letter should be one of verification, rather than recommendation.
4. The letter should be written on the official letterhead stationery of the company or
organization with which you were associated, or the organization with which the person writing
the letter is presently associated.
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If the documentation is a product from your experience, such as a proposal or other work
sample or piece of art, you may need proof that it is in fact your product. A letter of verification
from a third party who observed you while you were involved in the making of the product can
verify that it is your product. Organize your documentation. Documentation may either
immediately follow an analysis or be contained in a separate section. If separate, it should appear
in the same sequence as your analysis of related subject areas, or as experiences appear on your
resume.
It is possible to provide too much documentation. You only need to supply enough
documentation to verify your participation and accomplishment in the experiences you identify
in the portfolio. If you are fortunate enough to have a number of choices, for example, if you
have written numerous proposals or newspaper articles, choose no more than three, either written
for different purposes, or highlighting your development over a period of time.
If you are unable to obtain documentation for an experience or accomplishment, and you
have exhausted all the possibilities for obtaining it, include in your portfolio a statement
explaining why documentation for a particular experience is not included.
In preparing this material for your portfolio, do not include originals you cannot replace;
make copies. If materials such as case studies are included, delete any information, which might
reveal a client’s identity.
The Summary Statement of Learning for Each Course
You will prepare a specific statement of learning for each course for which you plan to
petition for Prior Learning Assessment. This will be a part of your assignment in the FYE course
and will be included in your portfolio. This statement will describe the total of your prior
experiences that suggest learning around the specific course student learner outcomes. Later
when you interact with your panel, you will be asked to demonstrate what you know in relation
to these learner outcomes through exam, project, presentation, or some other performance.
16
Types of Documentation
Type of Activity Types of Documentation
Work Experience Letters of verification from
Superiors, peers, clients
Job descriptions
Awards
Letters of commendation
Promotion evaluation
Case studies
Licenses
Evidence of membership in professional
organizations
Community Service Activities Letters of corroboration from co-volunteers,
clients served, supervisor
Commendations
Awards
Newspaper and magazine clippings
Non College Courses and Training Transcripts or letter attesting enrollment
Other evidence of completion – certification,
diploma
Specific accomplishments Published writing
Portfolio of art work
Musical compositions
Exhibits
Speeches
Programs and performances
Writing samples
Audiovisual presentations
Proposals written
Instructional materials designed or developed
Bibliography of readings
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Final Product Requirements
Your Prior Learning Portfolio must be typed, the text double-spaced. Margins should be
at least one inch on all four sides of the paper, and pages numbered. The portfolio must be
securely bound, and copies should be the best quality obtainable. Citations and bibliography
must use the most current APA format.
The Prior Learning Portfolio as a whole and in its parts should be coherent in the
organization and expression of ideas. Spelling and grammatical usage are expected to be correct.
The completed petition should not be more than seventy-five pages in length, and should be
organized in the following way:
1. Title Page – The page tells who the author is, date the portfolio is completed and is
signed by the writer.
2. Table of Contents – This is a chronological listing of the material in the portfolio and the
location of the material by page number.
3. Introduction - this is a brief statement about yourself, your ideas or expectations related
to the assessment interview, and/or any directions on how you want the assessment team
to read the portfolio.
4. The Educational and Professional Goals Essay – This essay must clearly state the
educational and professional goals of the writer. The essay is usually two to three pages
long.
5. Resume and Transfer Credit Summary – Your resume should be brief, not more than
two pages in length. You must include a Credit Summary even if you do not have any
transfer credit.
6. Identification and Analysis of Learning – This section is the actual petition for credit.
The first page of this section is your list of areas to be assessed. The analysis of each area
follows the list. All learning you wish to have considered for prior learning credit must be
included in this section. This information is the subject matter of your assessment. The
analysis of each subject area should be kept between two and five pages.
7. Documentation – Learning experiences and achievements as described in the analysis of
learning are verified through documentation. As a general rule related documentation
follows each analysis of learning. Any presentation (i.e., video, sculpture, etc.) planned
for the assessment interview should be identified and described. Exam results are also
acceptable documentation if it is a challenge test administered by The Lincoln University
or the CLEP test administered by the College Board. We believe that everything here is
needed. However, if you want the sections that you suggested be deleted to come out, we
will take them out. It is important to us to convey the spirit and philosophy of prior
learning credits per CAEL so that students are clear that they have to document learning
in order to receive credit.
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Appendix A: SAMPLE EDUCATIONAL AND PROFESSIONAL
GOALS ESSAY
In general my past experiences as a learner have been disorganized and not well planned,
and so I have not always known what it is I wanted or where I wanted to go; therefore, it was
impossible to determine how I was to get there. I want to change that now, and develop a
systematic approach to learning so that I can increase my own rate of growth. I am pleased to be
able to recognize my strengths, and I like the person I am today. I want to continue to grow to
where I am more self-confident. Then I will be able to move into new ventures and not ask
myself can I do it, but rather (based on what I know or what I have experienced), what is the best
way to accomplish what must be done.
I want to earn a Bachelors degree, elementary teaching certification, and a Masters
degree in Human Services. Although I am currently in the early childhood area, I want to one
day move to where I can teach others how to grow young minds. I mean young in the sense that
as long as a mind is in motion and is learning, it is young; constantly renewing itself. As long as
the mind does not stop and stagnate, it can be young. This is the kind of mind I want to teach
others how to work with. I am interested in how to bring about social change, and I believe
education is the key.
My doctorate should follow, but I am not far enough in my planning and scope to be able
to say definitely in what area. I only know that I am not sure in what area. I do feel that it might
be in some area of human services besides education.
To reach my goals I know that I will need to meet educational requirements for teacher
certification as well as the requirements for the Human Services degree. Right now I want to
enroll in The Lincoln Masters Degree program and I know that I will be able to meet admissions
requirements with a Lincoln Bachelor of Science Degree in Human Services.
I have already learned how to teach various subject areas in elementary and early
childhood programs. In addition even though I have been successful in managing my classroom
in a sensitive, humanistic way, I feel that I need more technical learning in classroom
management. I have read extensively in the area of child development, and I feel that my
classroom experience has added depth to my understanding. I can identify a child who is unable
to do class work because of a learning disability. Parents and volunteers have assisted in my
classroom, and I think this is an important element in home and school relationship. Also, I have
worked closely and efficiently with school counselors, and I believe my ability to support a
child’s need for counseling services both in and out of the classroom is one of my strengths.
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I want to make use of all the resources available here at The Lincoln University,
particularly in media and reading skills. I want to be innovative in my particular classroom, and
let my room serve to help the entire school, and I want to visit other schools in the area that are
innovative, and talk to those parents involved in the schools and their activities.
My most immediate goal is to have a classroom where there is everything needed to
maximize independent learning for my students. This would involve having learning centers,
increasing my knowledge and understanding of record-keeping and evaluation, finding ways to
inspire creative writing in students. I want to know more about how children behave, and I want
to work more closely with them in arts and crafts.
On a more personal level I want to engage more in cultural activities, such as in music
and art, not just in viewing but also in performing. I want to return to playing the piano, and I
want to learn to play the guitar. It would really be an achievement if I were able to express
myself on canvas.
Looking back, and in considering my present feelings, I think I learn better working with
one other person, or in small groups, and with minimal supervision. In some religions a teacher
is considered on a level second only to a great spiritual leader. That is a great responsibility to
live up to. I believe the field of education would benefit greatly if teachers were more highly
respected than they currently are. Through my studies and subsequent demonstration of learning
I hope to participate in and help elevate the role of the educator in bringing about social change.
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Appendix B: COURSE REQUIREMENTS - BHS FLEX PROGRAM
The course of study is 120 credits. Students take the following courses (totaling 85-87
credits) and the remaining credits (35 credits) are made up from University electives.*and the
remaining credits are made up from University electives.* BHS FLEX students bring transfer
credits that are assessed by the University’s Registrar. Once they are assessed and equated with
the courses below and other University electives, the academic advisor determines with the
student, what additional coursework will be required. The student and the Prior Learning
Coordinator then work to determine which of the needed courses can possibly be satisfied
through Prior Learning Assessment up to 45 credits
Number of
Credits
Satisfied or to
be satisfied Subject
Core Curriculum
3 First Year Experience
3 African American Experience
Social Science
3
Economics 20,1 Economics 202, Education150, History
103, Political Science 101, Psychology 101, or
Sociology 101
3
Economics 20,1 Economics 202, Education150, History
103, Political Science 101, Psychology 101, or
Sociology 101
Health & Wellness
2 Dimensions of Wellness
Humanities
3 Introduction to Music or Introduction to Art
3 Introduction to Philosophy or World Religions
3 World Literature I or II
English Composition
3 English Composition I
3 English Composition II
Mathematics
3 Math for Liberal Arts
Language /Computer Science
3 Language or Computer Science course
3 Language or Computer Science course
Natural Science
3 Natural Science Elective
4 Natural Science Elective
Human Service Major
Introduction to Sociology
3 Introduction to Human Services
4 Research Design and Analysis or Statistics II
3 Methods I: Individual and Family
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3 Human Growth & Development
3 Sociology Theory
6 Field Placement w/ Lab
3 Cultural Anthropology or Institutional Racism
3 Methods II: Group Dynamics or Social Policy
Department Electives
3 Human Services elective
3 Human Services elective
Ethics
3
Every Day Ethics or Contemporary Moral
Problems
Psychology/HPR
3 Drugs and Society
Introduction to Psychology,
*University Electives:
3 University Electives
3 University Electives
3 University Electives
3 University Electives
3 University Electives :
3 University Electives :
3 University Electives
3 University Electives :
3 University Electives
3 University Electives
3 University Electives
2 University Electives
Writing Proficiency Requirement: Due 2nd
Semester Junior Year
Document 1:
Document 2:
Document 3:
Document 4:
*University elective courses can include any courses offered by the University. For a complete
listing of courses, see the course catalog located on the Registrar’s page of the University
website (The courses are listed by Department, beginning on page 81)
22
Appendix C: EXCERPT FROM A PRIOR LEARNING
PORTFOLIO
Interviewing Techniques
My development of skills as an interviewer began with my position as a group worker. I
was supervised by the department head, who had a Masters in Social Work. My early lessons
were through the apprentice method. After sitting with my supervisor while he conducted
interviews, we would discuss the process and he would answer my questions. He also
recommended some readings on the principles of interviewing. It was not long before I was
conducting interviews alone.
The interview was intended to provide general information about the client’s social and
recreational interests and activities. The information was recorded on a form, which permitted
our staff to help the client make meaningful choices for his or her socialization program.
I quickly learned that in order to accomplish the purpose of the interview without
alienating the client to the program, I had to develop a sense of the client’s needs at the time of
contact and determine whether the client was ready for the interviewing procedure, which can
appear long, cold and unfeeling.
The books and articles I read always seemed to stress an ideal physical setting for
interviewing. I have never been so fortunate, so I had to learn to establish an atmosphere for an
interview with my own manner. I learned that a comfortable, caring atmosphere does not come
from the room the chairs or the desk.
I learned to be sensitive to the person’s needs, level of understanding and feelings about
his or her situation. I learned to be flexible, and I believe that adaptability is a crucial asset to
setting the tone of the interview.
I learned the importance of recognizing the person as an individual and not as one of
many. I learned that the most important requirement in an interview is an atmosphere of trust.
I also learned that knowledge of my own agency was essential, in order to be able to
present the agency accurately and establish clear mutual expectations between the client and the
agency. I learned to have information available to make appropriate referrals to other agencies
when necessary.
I recall quite clearly the specific of interviewing one client, which I feel illustrates the
learning and skills I have described. J., age 20, was referred following discharge from a
psychiatric hospital after a 30-day treatment period for an acute episode. At our first meeting, she
appeared frightened and reluctant to talk with me. Observing her high level of anxiety, hoping to
make her more comfortable, I asked her an open ended question – “What was her understanding
of why Mrs. V. had referred her to our organization?”
She began slowly explaining what she had been told about our program. As she talked
she became more relaxed, and I learned about her desire to return to college, her concerns about
her young daughter, and her wish to live independently of her mother.
Since she was feeling progressively more at ease with me, I began to discuss our
program, look at her options and focus on some direction. I informed her how we would refer her
23
to the Bureau of Vocational Rehabilitation for educational evaluation and funding, and how we
would secure day care for her daughter. I assured her that she would meet with a social worker at
the conclusion of the interview to help her with planning.
I then concluded the interview and met its original purpose – to describe our group work
program, assess her social interests, and determine her needs for that aspect of her total
rehabilitation program.
I believe this client left me feeling good about the interview. I believe that had I been
insensitive to her discomfort, simply explaining the social program and filling out forms, she
might have left our program never to return.
As time went on, I began to participate in other interviews at this agency. I learned to
apply my skills in interviews of prospective staff, taking social histories, eligibility
determinations, information and referral and exit interviews for clients. Basic to all these types of
interviews was the ability to be an active listener, some knowledge of human behavior, and
observing and recording skills.
24
Appendix D: FORMAT FOR LETTER REQUESTING
DOCUMENTATION
Your Name
Current Address
Date
Employer’s Name
Agency’s Name
Current Address
Dear (Full Name): (avoid Sir or Madam)
Introduce yourself. Remind people of what you did (title) where (location with company)
and when (dates).
Tell why you need documentation. Ask the person to submit the specific information
needed, i.e., verification of employment or services, length of time, duties and responsibilities,
title, special activities, projects, and accomplishments.
Provide the person with a copy of the analysis of learning section that describes your
duties, responsibilities and accomplishments in the portfolio. Make some positive parting
comments; thank them.
Request that your documentation be sent to you at your home address, even it is
addressed to the Prior Learning Assessment Office as a formality. This enables you to make a
copy of the documentation for your records, and the required copies for your portfolio.
Closing (Sincerely yours),
Sign your letter
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Appendix E: SAMPLE PRIOR LEARNING PETITION FORM
Office of the Registrar PO Box 179, Lincoln University PA 19352 (484) 365-8087 (484) 365-8116 fax Lincoln Hall, 2nd Floor
Last Name Doe First Name Jane Initial T. Student ID# 087651
Year entered LU ____ Credits Earned ______ Anticipated graduation date _____
Course Title: PLA Course ID_SOC 310 (Human Growth and Development) Term: Fall, 2014_Credits_3__
Brief Description of Prior Learning Obtained (check the one(s) related to this PLA petition
X I have at least five years of post-high school work experience related to this
course
My work experience includes leadership or management responsibilities
I completed formal training (in-class or on-line) as part of my employment
X I have attended professional seminars or conferences
I have completed non-credit college courses
I have earned certificates or licenses required for professionals in my field
I am or was a member of the armed forces
I have lived in a foreign country or traveled extensively since high school
X I have participated extensively in community work or volunteer services
I have authored published work (letters to editor, training guides, articles, etc.)
To be completed by Lead Panelist Description of Examples to be Provided and Tasks to be performed (to be completed by Prior Learning Coordinator or Lead Panel Member):
Sample Description Student will take the challenge exam for Human Growth and Development (SOC 310) Student will present a case to the panel featuring a child or adolescent and will discuss the stage of development using information from one of the theorists covered in the course
I am requesting an assessment of Prior Learning for academic credit. Student:________________________________________________________
Date
I have discussed with the student how this proposed PLA affects his/her program at LU. Academic Advisor:________________________________________________
Date
BHS FLEX
PRIOR LEARNING
PETITION
26
The Prior Learning documents and/or Assessment s are appropriate and correspond to the Student learner Outcomes of the course. Prior Learning Assessment Coordinator ___________________________________________
Date
I have discussed with the student the work needed to earn academic credit for the proposed Prior Learning Credit. Lead Panel Member :_____________________________________________________
Date
I approve this petition for Prior Learning Assessment Department Chair:________________________________________________
Date
I approve this petition for prior learning assessment Dean:___________________________________________________________
Date
Office of the Registrar
Course entered on Student Schedule by____________________________________ Date:____________
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Appendix F: PRIOR LEARNING ASSESSMENT EVALUATION
RUBRIC
THE LINCOLN UNIVERSITY BHS FLEX Program
Rubric for Assessing Prior Learning
Student’s Name____________________________ Student ID# _________ Course ID_____________
Method of Assessment: 1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________
Unsatisfactory (Fail)
1
Promising (Repeat Assessment)
2
Satisfactory (Pass)
3
Performance in relation to course SLO’s
Performance on challenge test, presentation, essay, or other assignment represents less than 50% mastery of the content for SLO’s for course
Performance on challenge test, presentation, essay, or other assignment represents mastery of at least 50% of the content for SLO’s for course
Performance on challenge test, presentation, essay, , or other assignment represents mastery of at least 70% of the content SLO’s for course
Performance in relation to integration of theory and practice
Performance on challenge test, presentation, essay, presentation, or other assignment represents less than a 50% ability to apply theory to practice
Performance on challenge test, presentation, essay, presentation, or other assignment represents at least a 50% ability to apply theory to practice
Performance on challenge test, presentation, essay, presentation, or other assignment represents at least a 70% ability to apply theory to practice
Performance in relation to application
Performance on challenge test, presentation, essay, presentation, or other assignment suggests mastery of less than a 50% ability to transfer learning to broader situations
Performance on challenge test, presentation, essay, presentation, or other assignment suggests mastery of at least a 50% ability to transfer learning to broader situations
Performance on challenge test, presentation, essay, presentation, or other assignment suggests mastery of at least a 70% ability to transfer learning to broader situations
Decision (check one): _______ Pass ________Repeat Assessment Process ______ Fail
28
Lead Panelist (Print name) ___________________________________ Email ___________________
Leas Panelist (Signature ______________________________________ Date________________ ____
1 in any of the three areas results in failure to award credits 2 in any of the three areas requires repeating the assessment
29
Appendix G: GRADE REPORT TO REGISTRAR
To: The Office of the Registrar
PO Box 179, Lincoln University PA 19352
(484) 365-8087 (484) 365-8116 fax
Lincoln Hall, 2nd
Floor
Last Name First Name Initial
Student ID#
Course Title: PLA Course ID Term: _____ ______
Credits____________
Panel Recommendation to earn academic credit:
The student has completed all of the requirements for earning the credits for this course and I am
recommending that the petitioned credits be awarded.
Or
The student did not successfully complete all of the requirements for earning the credits for this course and I
am not recommending that the petitioned credits be awarded.
Recommended Grade Pass/Fail
Lead Panel Member :_____________________________________________________ Date
Office of the Registrar
Credits entered on Student Transcript by____________________________________ Date:____________
30
References
Choy, S. (2002). Nontraditional Undergraduates. Washington DC: National Center for
Education Statistics.
Fiddler, M., Marienau, C., & Whitaker, U. (2006). Assessing learning: Standards, principles, &
procedures (2nd ed.). Chicago: Kendall/Hunt Publishing Company.
Lincoln University: Strategic Plan. (2009). Lincoln University, PA:
Goals are the same for both plans University Goal 5 and University Goal 6 specifically give rise
to such an addition to the academic program ("Lincoln University: Strategic Plan," 2009). There
is a new strategic plan—2013-2018.
University Goal 5: The University will continue to serve its traditional base of
students but will develop innovative educational programs and services in the
Philadelphia area to meet the needs of non-traditional students.
University Goal 6: The University faculty will design and implement effective
student assessment methodologies to document mastery of skills and competencies in
the undergraduate and graduate programs.
